LESSON PLAN TITLE: Plan the Perfect Chinese Palace Using a Magnetic Compass Grades: 2-3 TIME REQUIRED: 2-3 class periods CONCEPT STATEMENT: This activity explores how the observation of the earth, sky, and natural cycles led to the early development of a calendar and the magnetic compass in China. Students will also learn about the meanings that the ancient Chinese associated with the cardinal directions and manipulate a magnetic compass to determine directions. OBJECTIVES: Students will: 1. Practice locating north, south, east, and west using the position of the sun as a guideline; 2. Learn about the Chinese invention of the magnetic compass; 3. Practice using a compass to find north, south, east, and west; and 4. Create guardians for an auspicious imperial palace. STANDARDS OF LEARNING CORRELATIONS: History: 2.1, 2.4.a-b Science: 2.1, 2.2, 3.8.a Visual Arts: 2.3, 2.4, 2.11, 3.4, 3.5, 3.6, 3.13 MATERIALS: a large open space Per Group (for outside activities) a compass large piece of rectangular poster board and pencil or marker Per Student (for writing and art activity) drawing paper and colored markers or pencils scissors for cutting out seated emperors and guardian figures glue or glue sticks for attaching the figures to the poster board Prerequisite Skills and Knowledge Students should have a basic understanding of magnetic attraction and repulsion, magnetic fields, and map directions before beginning this activity. They should also know that the ends of a magnet are called “north” and “south.” VOCABULARY: astrology – The study of the movements and relative positions of celestial bodies interpreted as having an influence on human affairs and the natural world. astronomy – The branch of science that deals with celestial objects, space, and the physical universe as a whole. attract – To pull forward or draw near with a force. attraction – The ability or force possessed by something to draw something else towards it. auspicious – promising success; advantageous; opportune; favorable. calendar – Any of various systems of reckoning time in which the beginning, length, and divisions of a year are defined. magnet – Any piece of iron, steel, nickel, or magnetite (lodestone) that has the property of attracting iron or steel (or nickel). This property may be present or artificially induced. (Cobalt is also magnetic, but is rarely used to make magnets). lodestone – A naturally occurring magnet composed of magnetite. magnetism – The force exerted by a magnetic field. magnetic field – A region of space in which a magnetic force acts. repel – To push back or away with a force. repulsion – The ability or force possessed by something to push something else away from it. OVERVIEW FOR PRELIMINARY ACTIVITY: Use the background information provided below to develop an age-appropriate introduction to the ideas that ancient Chinese people developed about the directions of east, south, west, and north by observing the natural cycles of the sun, moon, and stars. East, South, West, and North in Ancient China: Like many early people, the ancient Chinese thought that there were connections between what they saw in the sky and events on earth. This idea makes sense when you think about the things they could directly observe about the sky. The rain falling from the sky made it possible to grow crops. The sun rose in the east and set in the west to mark the beginning and end of each day. The phases of the moon followed a distinct pattern that helped them plant seeds at the best times. Over many centuries, the waxing and waning of the moon also gave the ancient Chinese the idea to group days into months, while the changing seasons gave them the idea to group months into years. It took a long time for the Chinese to figure out how to make these cycles work together. Careful observations of the positions of the sun, moon, stars, and planets eventually allowed them to understand the timing of the spring and autumn equinoxes and the summer and winter solstices. The calendar that developed out of their observations uses the monthly cycles of the moon—AND the yearly cycle of the sun—to accurately track the passage of time. The ancient Chinese figured out how to combine the two cycles by inserting seven extra months (leap months) into each 19-year calendar cycle. The calendar that resulted is the longest unbroken time measurement system in history! Many of these developments took place even before the time of the Xia dynasty, which is traditionally viewed as the first ruling dynasty in China, (ca. 2100–1600 BCE). One of the first Chinese written sources that mentions the Chinese calendar is the Shiji (Records of the Grand Historian), which wasn’t composed until around the 2nd century BCE. The accounts in the Shiji about the first Chinese emperors and sovereigns are based on legends and tales—so scholars have relied heavily on archeological evidence as they have studied early Chinese calendar systems. The Shiji gives the credit for developing the first Chinese calendar to Ta Nao, a court official who was given the task by Hungdi, the legendary Yellow Emperor. Because the emperor was responsible for ruling well, an accurate calendar was important so that he could accurately predict the Earth’s natural cycles. Many beliefs about astrological connections between celestial events, such as comets and eclipses, and earthly events such as drought, war, and catastrophes, developed alongside these early observations and systems. Because of these beliefs, the ancient Chinese developed various rituals (ceremonies with a sequence of steps of actions) that were performed to ensure good fortune for the Chinese people. Over time the sky was divided into five sections, known as gong (palaces). These palaces were associated with the directions of north, south, east, and west—and the middle. The middle or center region contained the star patterns that they believed were connected with the emperor and his court. The star patterns (or constellations) in the rest of the night sky were connected with one of the four directions—and with an animal and a color. Today in America, we usually list the directions in the order of north, south, east, and west. The ancient Chinese, however, listed them in a different order. They started with the east because the sun rises in the east. After east, they listed the other directions in their circular order of appearance. So they would list the directions as east, south, west, and north. The connections between the directions and specific animals are described in an ancient Chinese book called the I Ching, or The Book of Changes, which was based on various ancient records relating to divination (knowledge or prediction of the future). North is associated with the Black Tortoise, winter, water, longevity—and sometimes with a snake. East is associated with the Blue Dragon, spring, good will and auspiciousness (good luck) and wood. South is associated with the Red Bird, summer, and fire. West is associated with the White Tiger, autumn, and metal. Heaven and earth were also symbolized by shapes. The sphere of heaven was represented by a circle. The square (or rectangle) represented the earth within the sphere of heaven. Beginning in very ancient times, these directions and symbols were often thought about as Chinese tombs, palaces, and the settlements around them were designed. For example, an early ruler of the Western Zhou dynasty (1046–771 BCE) founded a permanent capital at Fenghao (present-day Xian), which had a square or rectangular design with a roughly north/south central axis. The capital also had special places for ritual ceremonies connected with natural cycles. This design for a capital became the prototype for future Chinese capital cities and imperial palaces, including the Forbidden City in present-day Beijing. East, south, west, and north correspond to the movement of the sun. It’s likely that early palaces faced south because the south offered the warmth and light of the sun during most of the daylight hours. Because cold winds came from the north, the most important people were seated with their backs to the north. From the Western Zhou dynasty onward, the thrones (dragon chairs) of kings and emperors faced south within the squared-off walls of their palaces. To the ruler’s left, on the east, which was associated with morning, spring and life, were the places for court officials of highest rank or importance. Lesser officials were placed on the ruler’s right, to the west, which was associated with evening, autumn, and death. PRELIMINARY ACTIVITY DIRECTIONS If possible, take the class outside for this exercise, which will provide a review of north, south, east, and west—and how these directions relate to the movement of the sun. Divide the class into small groups of 4 to 5 students. Give each group a large rectangular piece of poster board and a pencil. Ask each group to decide on the directions of east, south, west, and north using their observations and memories of where the sun is positioned in the sky at various times of the day. Ask them to mark the poster board with the letters E, S, W, and N at the right, bottom, left, and top edges of the paper. Once they have finished, ask them to place their poster board on the ground so that the letters are linked with the directions they have decided on. Once they have committed to the four directions, ask them if they think their directions are all the same. (Each group could point directly east to help with this determination. It’s likely that they not be pointing in exactly the same directions.) Ask them how they might check their poster board positions for accuracy.